Active Reading: the following Cognitive Strategies Booklet includes 48 instructional strategies to help students actively engage in reading complex texts:
For maximum effectiveness, setting a single purpose for reading, especially for struggling readers, helps avoid confusion from the overload of multiple purposes.
The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read.
Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension.
This is a technique that is used after students have already completed their own individual annotations; it is a great strategy to stimulate a small or large group discussion that engages and honors different perspectives on the same text.
The process involves identifying the key concepts as they read, putting those concepts in their own words and explaining why the concept is important and/or making connections to other concepts.
It requires students to first identify the organizational structure of an informational text and then take notes on essential ideas and information in the text using a structure that parallels the organization of the text.
Skills Cluster 2: Reading Process
Active Reading: the following Cognitive Strategies Booklet includes 48 instructional strategies to help students actively engage in reading complex texts:
Summarizing: the following Strategies Booklet includes 22 strategies that help students scaffold summaries:
Thinking Notes
Setting a Purpose for Reading:
For maximum effectiveness, setting a single purpose for reading, especially for struggling readers, helps avoid confusion from the overload of multiple purposes.
Setting A Purpose For Reading Using Informational Text-
Teach students how to create questions by looking at the headings of informational texts
Figure Previewing and Thieves Strategy
Two strategies for getting students to preview text and think about what they are about to read.
Reciprocal Teaching
Worksheet 1
Worksheet 2
Bookmarks
Students learn to predict, clarify, question, and summarize as they read.
SQUEEPERS
Poster 1
Poster 2
Survey-->Question----> Predict---->Read---->Respond---->Summarize
Q-Cards-Middle School
Q-Cards- High School
Questions stems that reflect the variety of cognitive processes students need to process text.
Q Card Pic.JPG
Q Card Pic.JPG
Double Entry Journal
The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read.
SQ3R(Survey, Quesiton, Read, Review, Rephrase)
Think-Alouds
Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension.
Annolighting a Text
"Annolighting" a text combines effective highlighting with marginal annotations that help to explain the highlighted words and phrases
Annotating Text
Labeling and interpreting a text actively on the document and in the margins.
Checking out the Framework
Students learn how to look at the organization of a text to determine what information they can expect to gleam.
Collaborative Note-taking
This is a technique that is used after students have already completed their own individual annotations; it is a great strategy to stimulate a small or large group discussion that engages and honors different perspectives on the same text.
Key Concept Synthesis
The process involves identifying the key concepts as they read, putting those concepts in their own words and explaining why the concept is important and/or making connections to other concepts.
Key Concept Organizer.JPG
Parallel Note-Taking
It requires students to first identify the organizational structure of an informational text and then take notes on essential ideas and information in the text using a structure that parallels the organization of the text.
Socratic Seminar
The Socratic seminar is a formal discussion, based on a text, in which the leader
asks open-ended questions. Within the context of the discussion, students listen
closely to the comments of others, thinking critically for themselves, and articulate
their own thoughts and their responses to the thoughts of others.
Lesson Idea (Common Core) Socratic Seminar: Supporting Claims and Counterclaims (5 min)Grades 9-12 / ELA / Debate
Various Discussion Techniques i
Word Document
Think Pair Share
Concept Map
Jigsaw Technique
Gallery
Simulation, Role-playing or Panel discussion
“Angel Card” Discussion Technique
Feedback or Scored Discussion
Nominal Group Technique
Pyramid Technique or Snowballing
Lineup or “Stand Where You Stand”
Fishbowl
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